Early Bird or Night Owl
To provide clarification of friquency adverbs in the context of everyday routines.
To provide detailed reading practice using a text about everyday life.
Procedure (45 minutes)
I'll present students with picks of early bird and night owl and start asking everyone questions from previous lesson, such as "What time do you get up?" and "What time do you go to bed?" and use students as examples. So it's clear to them what those words mean.
First I'll present students with text on the bottom of the pg 28. I'll make an example by using #1. Then I'll tell them to read it by themselves for few minutes and mark their answers. Once they are finished, I'll put them to pairs and compare their answers. After, I'll ask some students about their partners answers.
First I'll pull sentences from previous text for example, make a stress on frequency adverbs and underline them.
First I'll draw frequency line on the board as it's on pg 28 and use some examples sentences from day before, such as "I get up at 9 am" and adapt it with frequency adverbs "I always get up at 9 am." At the same time I'll write them on the white board using the same sentence and just change adverbs, to show that regardless of the adverb the structure stays the same. I'll also, make students repeat after me those examples as I'll make them.
I'll explain exactly what each of the frequency adverbs mean by using white board and week days concept. I'll use the same sentence "I always get up at 9 am" and put check marks next to the days. This way students will see the difference between always and usually.
During this stage I'll provide students with some questions and group them in pairs. I'll take one of the stronger students and we'll ask each other questions and answer with frequency adverbs. Than I'll ask everyone to practice those questions with each other. If any time left: I'll ask everyone to tell me about their partner. If even more time left: I'll do more drilling of frequency adverbs.